Cyberbullying Victimization and Student Engagement among Adolescents: Does School Climate Matter?

Autor/inn/en	Yang, Chunyan; Sharkey, Jill D.; Reed, Lauren A.; Dowdy, Erin
Titel	Cyberbullying Victimization and Student Engagement among Adolescents: Does School Climate Matter?
Quelle	In: School Psychology, 35 (2020) 2, S.158-169 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Chunyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000353
Schlagwörter	Victims; Bullying; Correlation; High School Students; Middle School Students; Computer Mediated Communication; Comparative Analysis; Educational Environment; Social Environment; Learner Engagement; Student Attitudes; Measures (Individuals); Delaware + Suchen Sie Ihr Suchwort? Victim; Opfer; Mobbing; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Computerkonferenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Schülerverhalten; Messdaten
Abstract	Although the psychological impacts of cyberbullying victimization (CBV) have been documented, research is inconclusive about the role of contextual factors in the association between CBV and student engagement. Sampling 16,237 adolescents from 43 schools in Delaware, we used multilevel modeling to test how CBV was associated with emotional and cognitive-behavioral engagement at both the student and school levels, with the control for demographic factors and traditional bullying victimization (TBV). We also examined the moderating effects of school climate and grade level on the association between CBV and student engagement. CBV had a small but significant positive association with emotional engagement and a small but significant negative association with cognitive-behavioral engagement. School-level climate intensified the negative association between student-level CBV and cognitive-behavioral engagement and mitigated the positive association between student-level school climate and emotional engagement. The positive association between CBV and emotional engagement was stronger for high school than middle school students, whereas the negative association between CBV and cognitive-behavioral engagement was stronger for middle than high school students. The findings support the promotive role of positive school climate in student engagement promotion. The findings also support the healthy context paradox, which suggests that bullying victims' engagement in schools may be exacerbated in a social context with positive school climate perceived by the group members. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01